Data Analysis & Measurement: Having a Solar Blast pdf - ER - NASA

Educational Product
Educators Grades 6-8
EG-2002-01-01-LARC
Data Analysis and Measurement:
Having a Solar Blast!
A Lesson Guide with Activities in Mathematics, Science, and Technology
Find
solar
flares
Total Numb
Jan.
Feb.
1990
1991
1992
1993
1994
1995

Data Analysis and Measurement: Having a Solar Blast!
is available in electronic format through NASA
Spacelink - one of NASA’s electronic resources
specifically developed for the educational
community. This publication and other educational
products may be accessed at the following
address: http://spacelink.nasa.gov/products
A PDF version of the lesson guide for NASA
CONNECT can be found at the NASA CONNECT
web site: http://connect.larc.nasa.gov

Data Analysis and Measurement:
Having a Solar Blast!
A Lesson Guide with Activities in Mathematics, Science, and Technology
Program Overview
Summary and Objectives . . . . . . . . . . . . . . . . . . . . . . 5
Student Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Cue Card Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Hands-On Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Instructional Technology Activity. . . . . . . . . . . . . . 5
Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Hands-On Activity
Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
National Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Instructional Objectives . . . . . . . . . . . . . . . . . . . . . . . . 7
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Preparing for the Activity. . . . . . . . . . . . . . . . . . . . . . . 8
Student Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Teacher Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Focus Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Advance Preparation. . . . . . . . . . . . . . . . . . . . . . . . . . 8
The Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Extensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Student Worksheets
Data Charts A and B. . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Data Chart C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Graph Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Cue Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Teacher Materials
Cue Card Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Summary Flare Counts . . . . . . . . . . . . . . . . . . . . . . . 15
Resources
Books, Pamphlets, and Periodicals . . . . . . . . . . . . . 16
Web Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Acknowledgments: Special thanks to Michelle Larson, the NOAA GOES Satellite, Chris Giersch, Bill Williams, and NCTM.
NASA CONNECT is a production of the NASA Langley Research Center, Hampton, VA. All Rights Reserved. Broadcast and off-air rights are unlimited and are
granted in perpetuity with the following stipulations: NASA CONNECT shall not be used for commercial purposes; used, in whole or in part, to endorse a
commercial product; stored, in whole or in part, in a commercial database; altered electronically, mechanically, or photographically without the expressed
and prior written permission of NASA. This publication is in the public domain and is not protected by copyright. Permission is not required for duplication.

2001-2002 NASA CONNECT Series
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Program Overview
SUMMARY AND OBJECTIVES
In Data Analysis and Measurement: Having a Solar
Blast!, students will learn how NASA researchers
study the Sun. They will learn how satellite
technology plays a pivotal role in helping NASA
researchers understand the Sun-Earth connection.
Students will learn about three current satellites that
monitor the Sun: SOHO, ACE,
STUDENT INVOLVEMENT
and IMAGE. They will also receive information about
HESSI, a satellite that will study solar flares. Students
will observe NASA researchers using data analysis
and measurement to determine the solar cycle of
the Sun. By conducting hands-on and web activities,
students will make connections between NASA
research and the mathematics, science, and
technology they learn in their classrooms.
Cue Card Questions
Norbert, NASA CONNECT’s animated cohost, poses
questions throughout the broadcast. These
questions direct the instruction and
encourage students to think about the
concepts being presented. When viewing a
videotaped version of NASA CONNECT,
educators have the option to use Norbert’s
Pause, which gives students an opportunity
to reflect and record their answers on the Cue
Cards (p. 13). Norbert appears with a remote to
indicate an appropriate time to pause the videotape
and discuss the answers to the questions.
Hands-On Activity
The teacher-created, hands-on activity is aligned
with the National Council of Teachers of
Mathematics (NCTM) standards, the National
Science Education (NSE) standards, the International
Technology Education Association (ITEA) standards,
and the National Education Technology (NET)
standards. Students will discover the solar cycle
through an investigation of solar X-ray flares. They
will use data analysis and measurement to plot their
findings to help them identify the long-term pattern
of flare activity on the Sun.
Instructional Technology Activity
PBL: Space Weather is aligned with the National
Council of Teachers of Mathematics (NCTM)
standards, the National Science Education (NSE)
standards, the International Technology Education
Association (ITEA) standards, and the National
Education Technology (NET) standards. This online
Problem-Based Learning (PBL) activity will engage
and motivate students to solve a real world
problem. Students will use the Internet to learn
more about the Sun and to develop possible
solutions to the problem. To access PBL: Space
Weather, go to Dan’s Domain on NASA CONNECT’s
web site at http://connect.larc.nasa.gov/
dansdomain.html.
RESOURCES
Teacher and student resources (p. 16) support,
enhance, and extend the NASA CONNECT program.
Books, periodicals, pamphlets, and web sites provide
teachers and students with background information
and extensions. In addition to the resources listed in
this lesson guide, the NASA CONNECT web site,
http://connect.larc.nasa.gov, offers online
resources for teachers, students, and parents.
Teachers who would like to get the most from the
NASA CONNECT web site can visit the “Lab
Manager,” located in “Dan’s Domain,”
http://connect.larc.nasa.gov/dansdomain.html.
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2001-2002 NASA CONNECT Series
Hands-On Activity
BACKGROUND
The Sun is the nearest star to Earth and our
proximity to it allows us to study it in great detail.
Observations reveal that the Sun is extremely
dynamic, with changes taking place on many
timescales. Solar flares are among the fastest and
most energetic events on the Sun.
Solar flares are the biggest explosions in the solar
system! A solar flare occurs when magnetic energy
that builds up in the solar atmosphere is suddenly
released. Charged particles, such as electrons,
protons, and heavier ions, are accelerated to such
high energies that some are traveling at almost the
speed of light. Some of these charged particles
travel away from the Sun along magnetic field lines.
Others move towards the surface of the Sun and
emit X-rays and gamma rays as they slow down.
Also, gas in the solar atmosphere is heated to
temperatures as high as 100 million degrees Celsius.
This heated gas emits X-rays as well. Flares produce
all forms of electromagnetic radiation from radio
waves and visible light to X-rays and gamma rays.
Solar Flares occur in the solar atmosphere. The solar
atmosphere starts at the photosphere, where the
visible light from the Sun originates. It extends
through the intermediate layer called the
chromosphere to the outermost layer called the
corona. The gas in the corona normally has a
temperature of a few million degrees. Inside a flare,
the temperature typically reaches 10 to 20 million
degrees and can be as high as 100 million degrees
Celsius. The frequency of solar flares varies with the
Sun’s 11-year cycle. When the solar cycle is at a
minimum, very few flares occur. As the Sun
approaches the maximum part of its cycle, they
begin to occur more and more frequently.
The biggest flares are as powerful as billions of
hydrogen bombs exploding at the same time! We
still don’t know what triggers them or how they
release so much energy in such a short time. Solar
flares have a direct effect on the Earth’s upper
atmosphere. For instance, long distance radio
communications can be disrupted by the effect the
flares have on the Earth’s ionosphere. In addition,
energetic particles accelerated in solar flares that
escape into interplanetary space are dangerous to
astronauts outside the protection of the Earth’s
magnetic field and to electronic instruments in
space. Understanding solar flares can aid in
understanding energetic events throughout the
Universe.
In the hands-on activity,“X-ray Candles: Solar Flares
on Your Birthday”, students will discover the solar
cycle through an investigation of solar X-ray flares.
Using the Geostationary Operational Environmental
Satellite (GOES) X-ray data, students will record the
total number of solar flares in their birth month over
11 years and will compute the percentage of high
class flares which occur for each year. Students will
graph their findings to help them identify the longterm
pattern of flare activity on the Sun.
NATIONAL STANDARDS
Mathematics (NCTM) Standards
• Understand numbers, ways of representing
numbers, relationships among numbers, and
number systems.
• Compute fluently and make reasonable estimates.
• Use mathematical models to represent and
understand quantitative relationships.
• Apply appropriate techniques, tools, and formulas
to determine measurements.
• Formulate questions that can be addressed with
data and collect, organize, and display relevant
data to answer them.
• Develop and evaluate inferences and predictions
that are based on data.
• Build new mathematical knowledge through
problem solving.
• Communicate mathematical thinking coherently
and clearly to peers, teachers, and others.
• Create and use representations to organize, record,
and communicate mathematical ideas.
Data Analysis and Measurement: Having a Solar Blast!
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2001-2002 NASA CONNECT Series
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Science (NSE) Standards
• Abilities necessary to do scientific inquiry
• Understandings about scientific inquiry
• Earth in the solar system
• Understandings about science and technology
• Science as a human endeavor
• Develop an understanding of the role of society in
the development and use of technology.
Technology (NET) Standards
• Select and use appropriate tools and technology
resources to accomplish a variety of tasks and
solve problems.
Technology (ITEA) Standards
• Develop an understanding of the relationships
among technologies and the connections between
technology and other fields of study.
INSTRUCTIONAL OBJECTIVES
The students will
• discover the solar cycle through an investigation of
solar X-ray flares.
• record the total number of flares in their birth
month over 11 years.
• compute the percentage of high class flares which
occur.
• graph their findings to help them identify the longterm
pattern of flare activity on the Sun.
• incorporate collaborative problem-solving
strategies in a real-life application.
VOCABULARY
chromosphere - the layer of the Sun, pinkish in
color and composed of hydrogen, that lies between
the visible surface (the photosphere) and the corona
corona - the outermost layer of the Sun’s
atmosphere that begins immediately above the
chromosphere and that contains gas at
temperatures of 1 to 2 million degrees kelvin
electromagnetic spectrum - contains every
frequency and wavelength of electromagnetic
radiation that exists
gamma ray - extremely high-energy radiation
observed during large, very energetic solar flares.
Gamma rays are more energetic and have shorter
wavelengths than all other types of electromagnetic
radiation.
magnetic field - a field of magnetic force lines,
usually referred to as the pattern of magnetic force
emanating from and surrounding the Sun or any of
the planets
photosphere – the lowest layer of the solar
atmosphere, where the Sun’s visible spectrum of
light (electromagnetic radiation) is released. It is the
visible “surface” we see in white-light images of the
Sun.
radio waves – energy waves produced by charged
particles naturally emitted by the Sun and other
stars
solar flare – a sudden eruption in the vicinity of a
sunspot, lasting minutes to hours and caused by the
release of large amounts of magnetic energy in
small volume above the solar surface
Solar Maximum - the month(s) during the Solar
Cycle when the 12-month mean (average) of
monthly average sunspot numbers reaches a
maximum
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2001-2002 NASA CONNECT Series
Solar Minimum - the month(s) during the Solar
Cycle when the 12-month mean (average) of
monthly average sunspot numbers reaches a
minimum
sunspot – a dark, cooler area on the Sun’s surface.
Charged particles are emitted from these areas. The
average sunspot is about the same diameter as the
Earth.
visible light – the region of the electromagnetic
spectrum that can be perceived by human vision
X-ray - electromagnetic radiation of very short
wavelength and very high energy
PREPARING FOR THE ACTIVITY
Student Materials (per 4-student group)
Calculator
Graph Paper (p. 12)
Student Data Charts (p. 10 - 11)
Teacher Materials
Solar flare data from the Internet
Summary Flare Counts (p.15)
Time
Discussion of the activity................................10 minutes
Performing the activity....................................30 minutes
Focus Questions
1. What is a solar flare?
2. Where do solar flares occur?
3. How often do solar flares occur?
4. Why do NASA researchers and engineers study
solar flares?
Advance Preparation
A. Solar flare data for each month of the year from
1990 – 2001 can be accessed at http://
connect.larc.nasa.gov/solarflaredata.html.
The data are broken down into six columns: date,
#B Flares, #C Flares, #M Flares, #X Flares, and Total
Flares. Scientists use a series of letters to classify
the energy level of an X-ray flare. The letters used
are A, B, C, M, and X, with A being the weakest
and X being the strongest. X-ray flare intensity is
measured in units of power per area or W/m 2 .
Each letter represents a certain numeric value.
For this activity, the teacher will only use the X-
ray classification letter. There are very few A-class
flares in the data because satellites can only
record flares which are above the normal X-ray
level of the Sun and A-class flares are normally
below this level.
B. Print out a copy of the solar flare data for each
month from 1990-2001. There are 12 pages of
data for each month.
THE ACTIVITY
Step 1: Introducing the Activity
A. Organize students into groups according to
their birth month. If there is a month for which
no one has a birthday, the teacher can use the
Summary Flare Count (p. 15) to fill in data for the
months where the teacher has no one to
perform the activity. Also, if the teacher sees that
a group is too big, he or she can ask students to
pick a birth month not being used.
B. Provide each group with the solar flare data for
the corresponding birth month.
C. Provide each student with a calculator, graph
paper, and student data charts.
Step 2: Conducting the Activity
A. Have students add the total number of flares
that occurred in their birth month for each year.
To do this, first add together the numbers across
the row for each day. Have students record that
number in the last column of each row.
B. Have students add together all the numbers in
the last column to determine the total number
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2001-2002 NASA CONNECT Series
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of flares in their birth month for each year. Have
students record the total number of flares for
each year in the box at the bottom right of each
page.
C. Have students add the total number of M-class
flares in their birth month for each year. Students
can do this by adding together all the numbers
in the M-class column.
D. Have students record the total number of M-
class flares for each year in the box at the
bottom middle of each page.
Note: M-class flares are singled out because they are
always strong enough to show up above normal X-ray
levels of the Sun. X-class flares are the most energetic
and are strong enough to be visible, but they do not
occur very often; therefore, it would not be interesting
to count them.
E. Have students obtain the total number of flares
for all months in each year. Groups will need to
collaborate with each other to obtain the
information. Have students record the data on
Data Chart A (p. 10).
F. Have students obtain the total number of M-
class flares for all months in each year.
G. Groups will need to collaborate with each other
to obtain the information. Have students record
the data on Data Chart B (p. 10).
H. Have students calculate the total number of
flares and M-class flares for each year.
I. Record the data on Data Chart C (p. 11).
J. Have students compute the percentage of M
class flares for each year. This is done by dividing
the number of M-class flares by the total number
of flares and multiplying that number by 100.
Record the percentage of M-class flares for each
year on Data Chart C.
K. Have students use graph paper to plot the
percentage of M-class flares versus year.
L. The year should be along the horizontal axis, and
the percentage of M-class flares along the
vertical axis.
B. What year had the lowest percentage of M-class
flares and the highest percentage of M-class
flares? What is the difference in years between
those two percentages?
C. In general, the Sun goes through a regular solar
cycle approximately every 11 years. Based on the
graph, predict when the next solar maximum
and solar minimum will occur.
D. When you reach your 30th birthday, at what
stage in the solar cycle will the Sun be?
E. In analyzing the data, what are some other ways
to graphically represent the length of the solar
cycle?
F. Why is it important for researchers and
engineers to know when solar maximums and
solar minimums will occur?
Extensions
A. Have the students research the relationship
between solar flares and sunspots. Have
students determine if the solar cycle can be
calculated based on the number of sunspots on
the Sun.
B. Have students research Native American folklore
concerning the Sun. Students can write a
research paper, develop a web page, or give an
oral presentation on why Native Americans
worshiped the Sun.
C. Have students use a graphing calculator to plot
total number of flares vs. time.
D. Students can determine if this plot is more
accurate in determining the solar cycle of the
Sun.
Step 3: Discussion
A. In analyzing the graph, what can you conclude
about the percentage of high-energy solar flares
from the Sun?
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2001-2002 NASA CONNECT Series
Student Worksheets
Name:
Date:
Total Number of Flares by Month
Data Chart A
Jan. Feb. Mar. Apr. May June July Aug. Sept. Oct. Nov. Dec.
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
Total Number of M-Class Flares by Month
Data Chart B
Jan. Feb. Mar. Apr. May June July Aug. Sept. Oct. Nov. Dec.
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
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Name:
Date:
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
Total Number
of Flares
Total Number
of M-Class Flares
Data Chart C
Percentage of
M-Class Flares
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2001-2002 NASA CONNECT Series
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Name:
Date:
Cue Cards
Dr. Sten Odenwald, Astronomer,
IMAGE Satellite Program, NASA Goddard Space Flight Center
1
What are some
forms of
electromagnetic
radiation?
2
3
How can
satellites help
researchers
monitor the
Sun?
Why is it
important to
track solar storms
as they approach
Earth?
Dr. Michelle Larson, Astrophysicist, University of California at Berkeley
1
What is the
goal of the
HESSI
satellite?
2
When do
solar flares
occur on
the Sun?
3
How do solar
flares have a
direct effect on
the Earth’s
atmosphere?
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2001-2002 NASA CONNECT Series
Teacher Materials
Cue Cards
Dr. Sten Odenwald, Astronomer,
IMAGE Satellite Program, NASA Goddard Space Flight Center
1
What are some
forms of
electromagnetic
radiation?
Possible Answers: visible light, radio waves, microwaves, infrared light, ultraviolet light, X-
rays, gamma rays
2
3
How can
satellites help
researchers
monitor the
Sun?
Why is it
important to
track solar storms
as they approach
Earth?
Possible Answers: Satellites can be positioned outside of Earth’s atmosphere to collect
valuable data from the Sun and to act as early warning devices against solar storms.
Possible Answers: Solar storms have caused billions of dollars of
satellite damage in the last 10 years. They have caused blackouts
and will always be a hazard for astronauts working in space.
Dr. Michelle Larson, Astrophysicist, University of California at Berkeley
1
What is the
goal of the
HESSI
satellite?
Possible Answers: The HESSI satellite is designed to learn more about the basic physical
processes that occur in solar flares.
2
When do
solar flares
occur on
the Sun?
Possible Answers: A solar flare occurs when magnetic energy that builds up in the solar
atmosphere is suddenly released. Particles are accelerated to such high energies that some are
traveling at almost the speed of light.
3
How do solar
flares have a
direct effect on
the Earth’s
atmosphere?
Possible Answers: Long distance radio communications can be disrupted by the effect of
flares on the Earth’s ionosphere, which is a part of Earth’s atmosphere.
Data Analysis and Measurement: Having a Solar Blast!
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2001-2002 NASA CONNECT Series
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SUMMARY FLARE COUNTS
This information can be used to shorten the activity or to fill in data for months that have no one available to
participate in the full activity.
Date Total # Flares # M Class Flares
Jan 2001 197 10
Feb 2001 107 1
Mar 2001 253 37
Apr 2001 212 38
May 2001 181 11
Jun 2001 241 13
Jul 2001 149 3
Aug 2001 325 22
Sep 2001 262 50
Oct 2001 264 32
Nov 2001 310 46
Dec 2001 205 47
Jan 2000 149 9
Feb 2000 202 14
Mar 2000 343 37
Apr 2000 210 11
May 2000 235 20
Jun 2000 222 21
Jul 2000 273 51
Aug 2000 168 3
Sep 2000 232 14
Oct 2000 174 11
Nov 2000 200 17
Dec 2000 253 7
Jan 1999 243 10
Feb 1999 152 6
Mar 1999 200 11
Apr 1999 165 5
May 1999 199 16
Jun 1999 202 17
Jul 1999 249 23
Aug 1999 225 23
Sep 1999 135 2
Oct 1999 212 8
Nov 1999 250 40
Dec 1999 192 9
Jan 1998 176 5
Feb 1998 144 0
Mar 1998 235 10
Apr 1998 143 4
May 1998 236 15
Jun 1998 155 4
Jul 1998 159 3
Aug 1998 187 14
Sep 1998 170 9
Oct 1998 177 3
Nov 1998 241 15
Dec 1998 225 12
Jan 1997 10 0
Date Total # Flares # M Class Flares
Feb 1997 55 0
Mar 1997 46 0
Apr 1997 88 1
May 1997 76 1
Jun 1997 14 0
Jul 1997 56 0
Aug 1997 94 1
Sep 1997 202 6
Oct 1997 86 0
Nov 1997 267 11
Dec 1997 147 1
Jan 1996 72 0
Feb 1996 10 0
Mar 1996 32 0
Apr 1996 41 1
May 1996 49 0
Jun 1996 12 0
Jul 1996 68 2
Aug 1996 75 0
Sep 1996 2 0
Oct 1996 2 0
Nov 1996 70 1
Dec 1996 77 0
Jan 1995 169 0
Feb 1995 157 5
Mar 1995 208 1
Apr 1995 100 2
May 1995 120 0
Jun 1995 102 0
Jul 1995 40 0
Aug 1995 43 0
Sep 1995 46 0
Oct 1995 106 3
Nov 1995 25 0
Dec 1995 8 0
Jan 1994 279 11
Feb 1994 104 2
Mar 1994 178 0
Apr 1994 100 0
May 1994 77 0
Jun 1994 75 1
Jul 1994 140 1
Aug 1994 158 8
Sep 1994 106 0
Oct 1994 160 1
Nov 1994 77 0
Dec 1994 154 1
Jan 1993 135 2
Feb 1993 281 17
Date Total # Flares # M Class Flares
Mar 1993 256 13
Apr 1993 220 3
May 1993 204 5
Jun 1993 211 13
Jul 1993 152 4
Aug 1993 139 1
Sep 1993 116 2
Oct 1993 233 3
Nov 1993 197 3
Dec 1993 284 8
Jan 1992 235 39
Feb 1992 290 47
Mar 1992 176 4
Apr 1992 197 8
May 1992 161 5
Jun 1992 193 7
Jul 1992 255 12
Aug 1992 309 12
Sep 1992 273 33
Oct 1992 300 24
Nov 1992 216 7
Dec 1992 210 4
Jan 1991 277 32
Feb 1991 254 52
Mar 1991 367 103
Apr 1991 218 41
May 1991 252 39
Jun 1991 308 66
Jul 1991 266 29
Aug 1991 217 33
Sep 1991 272 24
Oct 1991 314 53
Nov 1991 238 27
Dec 1991 341 91
Jan 1990 168 25
Feb 1990 175 10
Mar 1990 261 28
Apr 1990 195 21
May 1990 205 28
Jun 1990 174 21
Jul 1990 161 13
Aug 1990 186 25
Sep 1990 172 16
Oct 1990 244 11
Nov 1990 358 25
Dec 1990 331 50
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Resources
BOOKS, PAMPHLETS, AND PERIODICALS
Campbell, Wallace H. (1997). Introduction to
Geomagnetic Fields. New York: Cambridge University
Press.
Friel, Susan; Rachlin, Sid; and Doyle, Dot: Navigating
through Algebra in Grades 6-8 (with CD-ROM), NCTM,
2001. (This book is also available for purchase on
http://nctm.org/publications under new books.)
WEB SITES
Sun Science
http://cse.ssl.berkeley.edu/hessi_epo/html/cur.html
http://www.exploratorium.edu/spectra_from_space/
xray_activity.html
http://imagine.gsfc.nasa.gov/docs/science/know_l1/
emspectrum.html
http://www.hao.ucar.edu/public/education/slides/
slides.html
http://hesperia.gsfc.nasa.gov/sftheory/index.htm
http://www.lmsal.com/YPOP/Classroom/Lessons/Cycles/
http://image.gsfc.nasa.gov/poetry/sunspot/sunspot.html
http://www.spaceweather.com/
Satellites and Science
http://wwwssl.msfc.nasa.gov/msl1/ground_lab/
aroundtheworld.htm
http://octopus.gma.org/surfing/satellites/index.html
http://observe.ivv.nasa.gov/nasa/exhibits/learning/
learning_0.html
http://deepspace.jpl.nasa.gov/dsn/tutor/
The HESSI Mission
http://cse.ssl.berkeley.edu/hessi_epo/html/cur.html
http://hesperia.gsfc.nasa.gov/hessi/hessi_model.pdf
http://hesperia.gsfc.nasa.gov/hessi/
Figure This!
Offers Mathematics Challenges that middle school
students can do at home with their families to
emphasize the importance of a high-quality
mathematics education for all.
http://www.figurethis.org
Engineer Girl
Part of the National Academy of Engineering’s
Celebration of Women in the Engineering project.The
project brings national attention to the opportunity
that engineering represents to people of all ages,
particularly to women and girls.
http://www.engineergirl.org
GetTech
Through its web site and collateral materials,
GetTech helps prepare students in fun ways for
tomorrow’s great jobs.
http://gettech.org
Event-Based Science
Event-Based Science is a new way to teach science
at the middle school level. Newsworthy events
establish the relevance of science topics; authentic
tasks create the need-to-know more about those
topics; and lively interviews, photographs, web
pages, and inquiry-based science activities create a
desire to know more about those topics.
http://www.mcps.k12.md.us/departments/
eventscience
7 Steps for Teachers Using Television in the
Classroom
TV programs can add a new dimension to your
classroom and promote active learning among your
students. The following steps can guide you in
preparing a lesson using instructional television:
http://www.qued.org/erc/teachers/mediatips.html
Data Analysis and Measurement: Having a Solar Blast!
EG-2002-01-01-LARC